Sample Assessment Materials Edexcel GCSE in Spanish (2SP01) (3SP0S) (3SP0W) Inside this Sample Assessment Materials pack you’ll find: • Accessible papers to help you and your students prepare for the assessment • Clear and concise mark schemes to let you know what the examiners are looking for • Supported controlled assessment information including sample tasks and assessment criteria to share with students.
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Sample Assessment Materials Edexcel GCSE in Spanish
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Sample Assessment Materials
Edexcel GCSE in Spanish(2SP01) (3SP0S) (3SP0W)
Inside this Sample Assessment Materials pack you’ll fi nd:
• Accessible papers to help you and your students prepare for the assessment
• Clear and concise mark schemes to let you know what the examiners are looking for
• Supported controlled assessment information including sample tasks and assessment criteria to share with students.
Welcome to the GCSE 2009 Spanish Sample Assessment Materials
These sample assessment materials have been written to accompany the specifi cation. They have been developed to give you and your students a fl avour of the actual exam papers and mark schemes so they can experience what they will encounter in their assessments. They feature:
• Accessible papers using a mixture of question styles. We’ve worked hard to ensure the papers are easy to follow and encourage all students to achieve their full potential.
• Clear and concise mark schemes for each paper outlining what examiners will be looking for in the assessments, so you can use the sample papers with students to help them prepare for the real thing.
• Supported controlled assessment, including sample controlled assessment materials to show you the sort of activity students that students can undertake. Used in conjunction with the guidance in the Teacher’s Guide, these samples will help you manage the controlled assessment in your centre and help students to do their best.
Our GCSE 2009 Spanish qualifi cation will be supported better than ever before. Keep up to date with the latest news and services available by visiting our website: www.edexcel.com/gcse2009
Unit 1: Listening and understanding in Spanish 1F: Sample Assessment Material 3 Sample Mark Scheme 15 1F Transcript 19 1H: Sample Assessment Material 29 Sample Mark Scheme 41 1H Transcript 45
Unit 2: Speaking in Spanish Sample Controlled Assessment Material 53 Assessment Criteria 69
Unit 3: Reading and understanding in Spanish 3F: Sample Assessment Material 71 Sample Mark Scheme 87 3H: Sample Assessment Material 91 Sample Mark Scheme 107
Unit 4: Writing in Spanish Sample Controlled Assessment Material 111 Assessment Criteria 119
All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last. Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions. Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie. There is no ceiling on achievement. All marks on the mark scheme should be used appropriately. All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme. Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification may be limited. When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the team leader must be consulted. Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response. Free responses are marked for the effective communication of the correct answer rather than for quality of language but it is possible that, on some occasions, the quality of English or poor presentation can impede communication and lose candidate marks.
5(b) Any 4 of the following: It’s quieter No pollution/able to breathe fresh/pure air No traffic noiseMore contact with nature/wake up to birdsong People speak to one another/speaks to neighbours Local products: fresh food
4
QuestionNumber
Answer Mark
5(c) Any 3 of the following: Poor public transport (no train & few buses) No hospitals Not many schools Lack of night life
F2 Hace tres meses que vivo en un pueblo pequeño en el campo y me encanta. Aquí no hay contaminación: puedo respirar aire puro todos los días. No hay mucho ruido de coches: me despierto por las mañanas con los cantos de los pájaros. También charlo con los vecinos, el contacto con la gente es más humano y agradable. Y además puedo comer productos locales frescos, como frutas, verduras, huevos, pan y carne.
Pause and repeat.
Lo malo aquí es que no tenemos un transporte público tan bueno como en la ciudad, nos faltan autobuses y no hay tren. El servicio educativo es más reducido y los hospitales están todos en la capital. Tampoco hay mucha vida nocturna. Sin embargo prefiero vivir en el pueblo y disfrutar de la tranquilidad.
F 1 Dime ¿Qué se puede hacer para evitar el estrés?
M1 Hay cuatro consejos esenciales.
F 1 ¿Y cuáles son?
M1 Dormir regularmente un mínimo de ocho horas. Estar descansado es esencial para llevar una vida relajada y gozar de un aspecto saludable.
F 1 Gracias, ¿y qué más?
M1 Hacer ejercicio regularmente es imprescindible. No necesitas ir al gimnasio todos los días para estar en forma, pero es importante pasear habitualmente.
F 1 En tercer lugar ¿qué nos recomiendas?
M1 Siempre debes pensar de forma positiva, incluso de las cosas que parecen adversas. Además, siendo optimista atraerás las cosas buenas.
F 1 ¿De verdad?
M1 Sí, claro. También recomiendo los alimentos sanos. Todas las semanas debes comer mucha fruta y verdura, igualmente debes alternar pescado y carne.
F 1 ¿Deseas añadir algo más?
M1 Sí, que los cuatro consejos (descanso, ejercicio, actitud y alimentos), deben preservarse regularmente para conseguir una vida equilibrada y sin estrés.
F 1 No has mencionado la bebida...
M1 Gracias por recordármelo. Los médicos recomiendan beber dos litros de agua al día. Así que tratad de beber muchos zumos naturales y agua.
The following are samples of controlled assessment materials that you may use with your students. You are able to use these as they appear or you can adapt them to accommodate the specific needs of your students. Alternatively, you are free to create your own stimuli.
Stimuli are provided for each of the four themes identified in the specification:
• Media and culture
• Sport and leisure
• Travel and tourism
• Business, work and employment
Students can focus on one of the above themes for both speaking (and writing) controlled assessments or, if preferred, work across more than one theme.
If your centre wishes to undertake work on a centre-devised theme, you will need to devise your own stimuli for the controlled assessment tasks. Such stimuli do not have to be approved in advance but if you require reassurance on the suitability of a particular approach, topic or theme, you can consult an experienced examiner through the Edexcel Ask the Expert service.
Students must undertake two different types of speaking task from the following:
• presentation with discussion following
• picture-based free flowing discussion
• open interaction
Each task must take place in controlled conditions and last for approximately 4-6 minutes. Students must have access to notes and be afforded adequate preparation for each task as advised in the specification (a maximum of six hours over a period of no longer than two weeks). Tasks can be undertaken individually or ‘back to back’ if necessary and at any time. However, students’ work and marks will need to be submitted to Edexcel in accordance with the submission deadlines (please refer to specification.)
The following are possible presentations that students could deliver (up to a maximum of 2-3 minutes within a total assessment time of 4-6 minutes) before responding to related questions. Naturally, there is considerable potential for students to propose different presentations that coincide with their individual interests.
It is expected that students become familiar with preparing for and delivering presentations if they wish to deliver one as a controlled speaking assessment. Teachers may help prepare their students to undertake this test type in general terms but must refrain from offering feedback on any presentation that features in formal assessment and for which marks are claimed.
Many of the titles on the following page are quite open ended to ensure access to a range of candidates. Different students will handle the presentations in different ways. It is anticipated that, whereas some candidates will provide limited information and description possibly with a simple opinion, others will expand on these and introduce more extended language with a variety of more complex vocabulary and language structures, time references etc. It is important that follow-up questions are targeted at individual students to enable them to maximise their performance and, where appropriate, offer opportunities for stretch and challenge.
• An example of a useful website • An example of a city of culture • My favourite book/film/television programme/etc • The ... Youth Orchestra/Youth Theatre/etc • Why mobile phones are important • An example of a great actor/artist/musician/etc • Go to the cinema or watch a DVD? • The (Glastonbury) Festival
Sport and leisure
• The best/worst match that I have played in/seen • Why sport is important • My local sports centre/gym • An example of a skilled sportsperson • My nomination for ‘Sports personality of the year’ • Looking forward to the 2012 Olympics • Why I enjoy Wimbledon/le Tour de France/etc • My favourite hobby
Travel and tourism
• Exchange visits - an excellent opportunity • Welcome to ... (presentation of resort/hotel/youth activity holiday company) • A holiday on the beach or in the snow? • My best/worst holiday • Be green - holiday at home! • Car or public transport? • A typical day in the life of a holiday representative/flight attendant/tourist
information officer • The advantages of ‘Interail’
Business, work and employment
• Work experience is/is not useful for young people • Using languages at work • My part time job • My ideal/worst job • My career plans • An example of (presentation of a product/service/company) • A typical day for a ... • ... and its local economy
The following are examples of the types of pictures and questions that students may choose and refer to in their picture-based discussion tasks Unit 2: Speaking.
It is intended that the use of a student’s picture will give candidates a sense of task ownership and that it will facilitate free discussion. However, teachers should interject with some open ended questions to ensure that students demonstrate an ability to adapt their discussion and to respond appropriately to their questions.
The open interactions are designed to enable students to produce target language skills in response to stimuli related to a particular context and theme. The stimuli provide students with an unscripted, open-ended role-play type task, whilst enabling them to take greater ownership of the content. They may be formal and transactional in nature or, alternatively, relate to more informal situations such as a focused dialogue between friends. Students may refer to the stimulus when undertaking their open interaction assessment as well as their own notes.
A: Media and culture
Information for candidates
Situation
You have won a competition to meet a famous Spanish-speaking personality of your choice. (The teacher will play this role.) S/he will begin the conversation.
Task
Be prepared to ask questions and refer to the following in your discussion:
• information about his/her family
• key achievements
• his/her future plans
• interests outside their specialist area
You should also be prepared to respond to questions that the celebrity may ask you.
You have a part time job at this sports centre. A Spanish-speaking person comes in, wanting some information about the facilities.Your teacher will play the part of the Spanish speaking person and start the conversation.
Task
Answer the questions you are asked. Make sure you also ask at least two questions. You will be covering the following points:
You are working in a Tourist Information Office when a Spanish-speaking visitor arrives. The visitor speaks no English and asks you questions about what there is to do in your area.
Task
Use the publicity leaflet to help explain what there is to do in your area. Explain that you have visited some of these places and say what you think of them.You will need to ask questions to find out what the visitor is interested in.The person testing you will play the part of the Spanish speaking visitor and will start the conversation
Todas las habitaciones: Baño, ducha, teléfono, televisión por cable Restaurante: Terraza/interior, desayunos y cenas Salas de reuniones: Internet, Tel./Fax/Videoconferencia Aparcamiento: Privado, seguridad 24 h.
2 Match the hotel facilities to those in the grid below.
Soy una chica de Zaragoza. Allí nací el 10 de febrero de 1990.Ahora estudio arquitectura en la Universidad de Valencia. Es una carrera muy exigente. El año pasado, terminé el Bachillerato y estudié inglés y francés en el Instituto de Idiomas. Ahora no tengo tiempo. Me gusta mucho nadar en el mar y siempre que puedo me voy a la playa.
Cuando termine la carrera me gustaría montar mi propia empresa y construir villas de lujo en la costa.
What did María do, what does she do now and what will she do?
A Se busca persona joven con buenas referencias para cuidar niños los fines de semana. Preguntar por Sra. Gómez, teléfono 661 543 332.
B Se necesita mecánico/a con experiencia en motores diesel. Llamar mañanas al 91 444 333.
C Persona con experiencia en plantar flores de temporada. Trabajo a tiempo parcial (12 horas por semana) en el parque. Teléfono: 667 27 36 37.
D Se busca persona joven con o sin experiencia para servir comidas y bebidas en terraza de establecimiento muy popular. Turno de noche. Interesados preguntar por Paco en el 976 15 38 50.
E URGENTE: Se necesita conductor/a con 10 años de experiencia para acompañar a altos ejecutivos de importante empresa internacional. Excelente salario, uniforme incluido y buenas propinas. Llamar por las tardes al teléfono 651 364 889.
F Se busca licenciado/a en Informática para curso de verano. Disponibilidad inmediata. Contrato temporal de 3 meses y jornada completa. Salario base más incentivos. Llamar al teléfono 650 322 322.
Gastos (todos incluidos en el precio) • electricidad • agua
Servicios extras (no incluidos en el precio actual):
• Tarjeta/bono de golf para dos personas: 10 € por día• Uso del teléfono fijo: 1 € por día + coste de llamadas• Entrada al gimnasio/sauna 1 € por persona y día
Me llamo Benito Hernández. Nací el 13 de abril de 1994 en Salamanca.
Soy alumno del Instituto Público de Ciudad Rodrigo. Mi asignatura preferida es el arte.
Me encanta la fotografía y estoy haciendo una colección de fotos de los monumentos más importantes de Salamanca. También me encanta leer libros de historia.
Hice mis prácticas de trabajo en la biblioteca de Ciudad Rodrigo y me divertí mucho.
Complete Benito’s CV in English with information from his letter.
Soy una chica de Zaragoza. Allí nací el 10 de febrero de 1990.Ahora estudio arquitectura en la Universidad de Valencia. Es una carrera muy exigente. El año pasado, terminé el Bachillerato y estudié inglés y francés en el Instituto de Idiomas. Ahora no tengo tiempo. Me gusta mucho nadar en el mar y siempre que puedo me voy a la playa.
Cuando termine la carrera me gustaría montar mi propia empresa y construir villas de lujo en la costa.
What did María do, what does she do now and what will she do?
A Se busca persona joven con buenas referencias para cuidar niños los fines de semana. Preguntar por Sra. Gómez, teléfono 661 543 332.
B Se necesita mecánico/a con experiencia en motores diesel. Llamar mañanas al 91 444 333.
C Persona con experiencia en plantar flores de temporada. Trabajo a tiempo parcial (12 horas por semana) en el parque. Teléfono: 667 27 36 37
D Se busca persona joven con o sin experiencia para servir comidas y bebidas en terraza de establecimiento muy popular. Turno de noche. Interesados preguntar por Paco en el 976 15 38 50
E URGENTE: Se necesita conductor/a con 10 años de experiencia para acompañar a altos ejecutivos de importante empresa internacional. Excelente salario, uniforme incluido y buenas propinas. Llamar por las tardes al teléfono 651 364 889
F Se busca licenciado/a en Informática para curso de verano. Disponibilidad inmediata. Contrato temporal de 3 meses y jornada completa. Salario base más incentivos. Llamar al teléfono 650 322 322.
Begoña (19):El sueño de Begoña es convertirse en una periodista de actualidad de El País (el periódico con más lectores en España). Siempre le gustó escribir pero ella sabe que tiene que estudiar mucho para estar bien preparada.
Antes de comenzar el curso académico se matriculó en el Instituto de Idiomas. Ella sabe que es muy importante tener acceso directo a la prensa internacional.
Begoña estudia ahora Literatura Española en la Universidad de Salamanca. Quiere educarse en esta excelente universidad y aprender de los grandes autores de nuestra literatura, le encanta leerlos. La entrada en Salamanca no es fácil, tienes que sacar muy buenas notas en la ESO (Enseñanza Secundaria Obligatoria).
La vida universitaria no es fácil. Begoña no tiene tiempo para nada. Los fines de semana, generalmente tiene que preparar trabajos escritos sobre literatura y además estudiar para los exámenes. Cuando puede se va al cine con sus amigos o corre en bicicleta por el campo.
Su objetivo es terminar sus estudios en Salamanca en cuatro años y marcharse a Estados Unidos a hacer un Master en Ciencias Políticas.
8 This extract is from a forum about public transport in Spain.
Usuario: Hora: 13.24
Carlos Rodríguez Fecha: 12.01.08
Entrada: 96
Me gustaría destacar hoy que, aunque el transporte público en España se ha desarrollado de forma adecuada en las grandes ciudades, todavía queda un largo camino para cubrir las necesidades de las ciudades medianas y pequeñas.
Es cierto que el AVE (tren de alta velocidad) ya une la capital de España con Sevilla (Eje Sur) y con Zaragoza y Barcelona (Eje Noreste), pero el resto del país carece del servicio.
Se puede decir que las líneas de autobús cubren prácticamente todo el territorio. El trazado de las carreteras nacionales ofrece una distribución adecuada en general y muy buena en nuestras zonas turísticas, como sucede en la cuenca mediterránea, accesos a las zonas de esquí y a los parques naturales.
No sucede lo mismo con las autopistas y las autovías: las Comunidades Autónomas de la España interior sufren retraso respecto de otras que disfrutan de un buen o excelente servicio de estas vías de comunicación rápida.
Ir a Madrid en avión es ahora muy cómodo. La nueva terminal de Barajas incluye un servicio excelente de metro que permite llegar al centro de la ciudad en unos minutos. Desgraciadamente es un caso aislado en el panorama nacional.
Put a cross in the correct box.
Example: Hoy es el....
(i) diez de enero
(ii) doce de enero
(iii) dos de enero
(a) El sistema público de transporte en las ciudades grandes es...
The following are samples of controlled assessment materials that you may use with your students. You are able to use these as they appear or you can adapt them to accommodate the specific needs of your students.
Stimuli are provided for each of the four themes identified in the specification:
Media and culture Sport and leisure Travel and tourism Business, work and employment
Students can focus on one of the above themes for both speaking (and writing) controlled assessments or, if preferred, work across more than one theme.
If your centre wishes to undertake work on a centre-devised theme, you will need to create your own stimuli for the controlled assessment speaking tasks. Such stimuli do not have to be approved in advance but if you require reassurance on the suitability of a particular approach, topic or theme, you can consult an experienced examiner through the Edexcel Ask the Expert service.
Students must undertake two separate writing tasks, one task in each of the two
required controlled assessment sessions. Each session should last up to one hour and the task must be completed in this time. The assessment must take place in controlled conditions and students must have access to notes and a dictionary as advised in the specification.
It is possible that, for some students, it is more appropriate for them to complete two shorter tasks rather than a longer one in a single assessment session. Consequently, centres can submit more than two pieces of writing from these students as long as the work has all been produced in two separate assessment sessions (maximum of four pieces of writing).
Students may undertake more than two controlled writing assessments but only the work from two sessions must be submitted to Edexcel for marking.
As stated in the specification, teachers may use or adapt these tasks and are free to create their own. Centre-devised tasks may result from students’ ideas and suggestions or could be linked to other areas of the curriculum.
Teachers may amend and edit the Edexcel tasks in a number of ways:
to introduce a different context that is more appropriate to the needs and/or interests of particular students. (An account of a concert could be changed to an account of a film.)
to alter the type of ‘support’ for individual students. Some students are reliant on bullet points that clearly spell out task requirements and provide some structure, whereas others (possibly more confident or creative) prefer more open-ended tasks. To accommodate these different types of learner, teachers could, for example, remove or add bullets and alter the wording of the task rubrics (e.g. change ‘must refer to’ to ‘may refer to’ or vice versa).
to change the nature of the task Teachers may rewrite a task so that the requirements change. For example, it may be more appropriate for certain students to produce a poster or complete a form rather than write an article or letter. Similarly, teachers may introduce guidance on the length of the task (e.g. number of words) either to ensure that the task is feasible or, for more able students, to promote extended writing. Teachers may also wish to change the content of the bullets so that a learner is able to focus on providing simple information rather than description and opinion. With revised simpler content and fewer and/or different bullets to cover, the nature and size of the task brief can change radically. This allows for some students who encounter difficulties when writing in the target language to undertake two separate shorter tasks rather than one in a controlled assessment session.
Clearly, the facility to modify task stimuli enables teachers to target activities to the level and needs of individual students. However, as all changes to tasks can impact significantly on their overall level of demand, it is imperative that teachers do not constrain or compromise the performance of their students through an inappropriate task stimulus.
You have a week off school. You decide to write a blog for some Spanish e-pals, telling them about each day. Make each day different!
For example:
Day 1: why you have a week off school
Day 2: what you did at home
Day 3: what you did in town
Day 4: a quiet day, when you didn’t see any friends (maybe you found it boring?)
Day 5: your plans for the weekend
Task 2
You are on work experience at a health and fitness centre. You have been asked to produce a web page to promote the centre to Spanish speaking visitors.
It can include details on the following:
place, day and time of the classes
list of available activities
benefits of regular exercise
why it is important to keep fit
what a healthy lifestyle is
Task 3
Write an imaginary magazine interview with a Spanish-speaking sports personality. You will need to briefly introduce the personality and include questions and answers about him or her.
A Spanish magazine is offering a prize for the best account of a dream holiday. You enter the competition.
You must mention:
where you went
who you went with
what happened
your opinion as to why the holiday was so enjoyable
how you would like to spend the prize money
The above task is structured so that students know exactly what they have to do. Although this is appreciated by many students, some may find this a constraint. Apart from the language that they produce, students will be also be assessed on content and, therefore, their ability to complete the task (and related bullet requirements). This task is best suited to those seeking grades C - A*
Example 2: Competition
A Spanish magazine is offering a prize for the best postcard received. You write a postcard
You must mention:
where you are on holiday
who you are with
two holiday activities
The above illustrates how the first task has been adapted to produce a much shorter task (postcard) that is accessible to those encountering most difficulties when writing in Spanish. The bullets still provide structure but call for less complex language, opinion and description. This task would pose insufficient challenge for most GCSE candidates and could be undertaken as one of two tasks within a controlled assessment.
Example 3: Competition
A Spanish magazine is offering a prize for the best account of a dream holiday.
You could mention:
where you went
who you went with
what happened
your opinion as to why the holiday was so enjoyable
how you would like to spend the prize money
At first glance, this task differs only slightly from the first task but the use of the word could makes this task more open ended. Students would be less constrained in terms of creativity and fulfilling specific task requirements.